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SUGGESTED 



Course of Study 



AND 



Syllabus 



FOR 



Non-English Speaking Adults 



BY 



SAMUEL J, BROWN 




1918 



State Board of Education 

Hartford, Connecticut. 



JAN 23 1919 



-tie 






A Suggested 

Course of Study 

and 

Syllabus 

For Non-English Speaking Adults 

What subjects shall I teach? This question is asked by every 
teacher of English to foreigners. Teachers of the regular 
academic schools need not worry over this selection for the neces- 
sary information is contained in the courses of study for such 
schools. The impracticability of adhering to a fixed course of 
study for classes of adult foreigners is apparent for the following 
reasons : 

i. Our students come to us with definite purposes, 
needs, and interests. These must be satisfied if we hope to 
keep them in our classes. No course of study can be pre- 
pared in advance to meet all conditions. 

2. A number of our pupils, though ignorant of the 
English language, have had a very broad and extensive train- 
ing in their own tongues. Teachers must constantly bear 
this in mind and not class all beginners as illiterate. 

3. Attendance is wholly voluntary. Students will drop 
out if they do not get what they need and want. 

Therefore, the conditions peculiar to a given locality or class 
should determine the course of study for that group. The mate- 
rial in the following few pages is submitted to teachers of Eng- 
lish to foreigners in the state of Connecticut to enable them to 
plan their own courses of study. Rigid adherence to the plans 
offered is not desired nor recommended. 

This pamphlet has been prepared as a result of innumerable 
requests from individuals for copies of mimeographed material 
furnished to the students who attended the evening school teach- 
ers' course at the 1918 summer session of the Danbury State 
Normal School, conducted by the author. 

It is earnestly hoped that the suggestions and material herein 
contained will prove of assistance to those for whom they are in- 
tended. This is our first attempt in offering such a course of 
study and we therefore stand ready to receive suggestions for its 
early revision, if- necessary. Your suggestions and criticisms 
will be greatly appreciated by the Evening School Division of 
the State Board of Education, Hartford, Connecticut. 



FIRST YEAR 

(Beginning Class). 



i. Speaking. 



(a) Building a vocabulary. 

(b) Conversational forms. 

(c) Correction of errors. 



2. Reading. 





(a) 


Blackboard work. 




(b) 


Mimeographed or printed sheets 




(c) 


Familiar signs. 




(d) 


Car advertisement signs. 




'(e) 


Posters. 




(f) 


Text books. 




(g) 


Newspapers. 




(h) 


Phonics. 


3- 


Writing. 






(a) 


Copy work. 




(d) 


Dictation. 




(c) 


Spelling. 




(d) 


Filling in blanks. 




(e) 


Seat work. 




(f) 


Letters. 


4- 


Arithmetic. 


5- 


Physical 


exercise. 


6. 


Memory 


work. 


7- 


Civics, patriotism, etc. 


8. 


Geography. 


9- 


History. 





SELECTION OF SUBJECT MATTER. 

Under the subjects mentioned, teach only the essential mate- 
rial — that which may be adapted to the needs, interests, and 
ability of the particular individuals in your charge. This all de- 
pends on the ingenuity and resourcefulness of the teacher. The 
time of taking up any subject or certain material should be de- 
termined in the same way. 

2 ©CI.A5L1361 



1. SPEAKING. 
(A) Building a Vocabulary. 

The Theme: 

The best means of acquiring a vocabulary is through the 
THEME. In the teaching of English to foreigners, a theme is a 
series of short, related sentences on a single topic. The words 
"and then" are understood after each sentence. Each expression 
must be capable of being dramatized or illustrated in some other 
way. 

Method of Presentation : 

i. The teacher performs the first act at the same time say- 
ing the words which describe the performance, so that act and 
expression may be closely associated in the pupils' minds, e. g., I 
dirty my hands. 

2. One or two pupils in turn perform the same act and de- 
scribe the action just as the teacher did. 

3. The entire class repeats the expression and the teacher 
then writes it upon the board. 

4. Pupils read the expression from the board. 

Sentence by sentence is taken up in this manner until the 
theme is completed. 

5. Pupils copy the theme into their note books. 

6. A few pupils in turn go through the complete dramatiza- 
tion, description, and reading. 

7. After the first few sessions, as per the directions for the 
third evening (see page 31), pupils write selected words or sen- 
tences from memory or from dictation. 

Only half of the theme is developed in one evening unless 
an easy one has been selected or if the pupils grasp quickly. 

. No theme used should ever consist of more than fifteen 
sentences. 

All of the steps mentioned in the foregoing method of 
presentation must not necessarily be taken in one evening. A 
complete development usually takes three or four evenings. 



Model Theme : 

1. WASHING THE HANDS. 

I dirty my hands. dirty 

I walk to the sink. walk to' 

I turn on the water. turn on 

I fill the basin with water. fill 

I turn oft' the water. turn off 

I wet my hands. wet 

I take the soap. take 

I rub the soap on my hands. rub 

I make a lather. make 

I rinse my hands. rinse 

I empty the basin. empty 

I take the towel. take 

I dry my hands. dry 

Emphasize the "action words". 

Each of the above sentences may be dramatized. Note the 
time sequence between the ideas called forth. The unity of ad- 
vance is the expression of a sentence or thought, not a single 
word. This arrangement of short sentences and the "I" method 
are necessary for beginners. One sentence helps the pupil to think 
of the next one. Translation is absolutely unnecessary here, so 
is the use of the interpreter. The theme bridges the gap between 
the teacher and the pupil since they cannot converse in English. 

How long will you cling to the use of themes? Just as long 
as an interpreter might be necessary under other circumstances. 
After a few themes have been taken in the manner suggested, use 
complex and compound sentences as found in some of the follow- 
ing developed themes. After several weeks of theme work, the 
pupils will have acquired a fairly good sized vocabulary and the 
ability to express themselves, also to understand others, fairly 
well. Then topics should be developed in the usual paragraph or 
in conversational form. 

In connection with the development of the theme or with 
other material, be sure to use words of approval, etc. Pupils like 
to be encouraged in this manner, besides, they are acquiring addi- 
tional useful and necessary words. Examples — -Good ! Yes. 
Excellent ! I am glad to hear that. That's right. No, that is 
wrong. Try again. Thank you. Is that right, class ? I am glad 
you remember. Do your best. Etc. 

Theme Review : 

Vary the procedure, as follows : 

i. One pupil performs the actions, instead of the teacher. 
He is assisted by the teacher or by volunteer pupils in describing 
the actions. The question, "What do you do next?" will be 
helpful. 



2. One pupil performs the actions. Another pupil describes 

3. One pupil gives the sentences. Another performs the 

4. Change the person— I, you, he, she, we, they— walk to 
the sink. 

5. Change the tense— I dirty my hands. I dirtied my hands. 



them. 



acts 



Additional Themes 



2. GOING OUT. 



I stand. 

I walk to the door. 

I stop at the door 

I stretch out my right hand. 

I take hold of the knob. 

I turn the knob. 

I pull (push) the door. 

The door moves on hinges. 

I let go the knob 

I walk out. 

I shut the door. 



stand 
walk to 
stop at 
stretch out 
take hold 
turn 

pull, push 
moves 
let go 
walk out 
shut 



3. GOING TO EVENING SCHOOL. 



eat 

put on 
leave 

walk along 
come to 
enter 
' says 
say 
take 

talk, read, write 
leave 
say 
says 



I eat my supper. 

I put on my hat and coat. 

I leave my home at seven o'clock. 

I walk along White Street. 

I come to the evening school. 

I enter my room. 

The teacher says, "Good evening, Mr. Karo. 

I say, "Good evening, Miss White." 

I take my seat. 

I talk. I read. I write. 

I leave the school at half past nine. 

I say, "Good night, Miss White." 

She says, "Good night, Mr. Karo." 

4. BUILDING A FIRE. 

It is cold in my house. 

I wish to build a fire. 

I go down to the basement. 

I get some coal and some wood in a scuttle. 

I bring it upstairs to my kitchen. 

I remove the lids and the crosspiece from the stove. 

I take out the old coal and the ashes. 

I put some paper and some wood on the grate. 

I strike a match and light the paper. 

When the wood begins to burn I put some coal on it. 

I put back the crosspiece and the lids. 

In a few minutes my house is warm. 



5. GETTING UP IN THE MORNING. 

My alarm clock rings. 

I know that it is half past six. 

I throw back the bedclothes. 

I jump out of bed. 

I remove my night clothes. 

I put on my street clothes. 

I clean my teeth and wash myself. 

I brush and comb my hair. 

I put on my collar and tie. 

I sit down and eat my breakfast. 

6. GOING TO WORK. 

I leave my home at 7 A. M. 

I walk along White Street to Main Street. 

I see a downtown car coming. 

I wait near the tracks. 

I signal the motorman. 

He stops the car. 

I board the car. 

I pay my fare and ask for a transfer. 

At Broad Street I get off. 

I get on (board) the Broad Street car. 

I give the transfer to the conductor. 

I ride as far as my shop. 

7. VISITING THE DOCTOR. 

I do not feel very well. 
I decide to visit the physican (doctor). 
I go to his office on William Street. 
I ring the doorbell. 
The maid opens the door. 
I ask for the doctor. 
She shows me into the waiting room. 
When it is my turn, the doctor calls me into his office. 
He asks what is the matter with me and then examines me. 
He writes out a prescription for medicine and gives me in- 
structions. 

I pay him his fee, say good by, and leave the office. 

On my way home I leave the prescription with the druggist. 

8. Buying a Liberty Bond, War Savings Stamps. 



9 
10 
11 
12 

13 
14 
15 



Lighting the gas. 

Turning on the electric lights. 

Eating breakfast. 

Going to a restaurant. 

Looking for a job. 

Starting my day's work. 

Paying my rent. 

6 



16 



Paying my board. 



17. Buying a new suit. 

18. Sending money to my parents in Europe. 

19. Writing a letter. 

20. Opening an account in the savings bank. 

21. Making a deposit. 

22. Hanging a picture on the wall. 

23. Telephoning to my employer. 

24. Taking a trolley ride. 

25. Taking out my citizenship papers. 

The foregoing themes and titles are only typical. Teachers 
must work out their own. 

(B) Conversational Forms. 

Conversation between teacher and pupils is the most natural 
method of teaching English and is the most valuable exercise for 
practical reasons. 

1. The earliest exercises are designed to furnish the teacher 
with some necessary information and to give the pupils the ability 
in answering such questions put to them, helpful especially at 
this time on account of war conditions. 

(a) The teacher will first give the necessary informa- 
tion about himself, making such gestures as may be required 
to help the students understand what he is saying, "My name 
is John Smith." 

(b) One of the brightest students is then asked. 
"What is your name?" He gives the answer. 

(c) Each student in turn is asked the same question 
by the teacher and the answer is given. 

(d) Appoint a few "foremen of shops" among your 
pupils and have them ask fellow pupils, "What is your 
name ?" 

(e) Additional questions are treated in the same 



manner 



Where do you live? 

With whom do you board ? 

Where were you born ? 

When were you born? 

Who is your employer? 

What is your occupation? 

Are you married or single? 

How many children have you ? 

Are you a citizen of this country? 

Etc., etc. 

(Use questions found on registration cards, 

draft questionnaires, application blanks, etc.) 
(f) Only one fact, possibly two, to be taken an 
evening. Answers should be written by pupils on black- 
boards or in their notebooks. 

7 



2. Questioning on the subject matter of the theme, read- 
ing, or other lessons furnish excellent material for conversation. 
For example, after the development of the theme, washing 
the hands, the teacher asks such questions as, 

Mr. X, do you eat with dirty hands? 
Why not, Mr. B? 
Where do you wash your hands? 
What do you wash your hands with? 
What do you dry your hands with? 

Is it safe for many persons to use one towel? Why 'not? 
Etc., etc. 

The better text books have a series of questions after each 
reading lesson for purposes of conversation. 

3. Dramatizations by pupils of situations requiring every- 
day conversations, for example, a daily greeting. After the 
lesson has been taught, the following conversation is carried on 
between the teacher and a pupil — 

(a) Greeting: 

Teacher: "Good evening, Mr. Smith." 

Pupil: "Good evening, Mr. Henry." 

Teacher: "How are you this evening?" 

Pupil: "I am very well, thank you, how are you?" 

Teacher: "Thank you, I am very well, too." 

Pupil: "I am very glad to hear that." 

When the pupils use the expressions rather fluently, then 
have them carry on the conversation among themselves. 

The material developed is placed on the blackboard, read, 
and copied into notebooks. 

As pupils enter your room on subsequent evenings, engage 
them in the above conversation. 

Additional Dramatizations : 

(b) Asking for a match, etc.: 

"Excuse me, sir, have you a match to spare?" 
"Certainly, here (offering box), help yourself." 
"Thank you very much." 
"You are welcome." 

(c) Asking one's way: 

"Excuse me, sir, where is the railroad station?" 
"Two blocks up this way (points) then turn to your right, 
and you will see it." 
"Thank you." 
"You are welcome." 



(d) Requesting information concerning, trains : 

"Excuse me, sir, when does the next train leave for Bridge- 
port ?" 

"At 3:10, sir." 
"On what track?" 
"Track B." 
"Thank you, sir." 
"You are welcome." 

(e) Store conversation: 

Tailor: "Good morning, sir, what can I do for you?" 
Customer: "Good morning. I want this suit cleaned and 
pressed. What will it cost?" 

Tailor: "That will cost you 75 cents." 
Customer: "When will it be ready?" 
Tailor: "Saturday afternoon." 
Customer: "I will call for it then. Good bye." 
Tailor : "Good bye." 

(f) Store conversation : 

Clerk: "Good evening, madam, what is it you wish?" 
Customer: "Good morning. Will you show me some good 
white muslin, please?" 

Clerk: "Certainly, here is some excellent quality." 

Customer: "How much is this a yard ?" 

Clerk: "38 cents a yard." 

Customer: "That is too dear. I want something cheaper." 

Clerk : "This is 30 cents a yard." 

Customer: "That will do. Give me five yards." 

Clerk: (Receiving money) "Thank you. Call again." 

(g) Buying a Liberty Bond, War Savings Stamps. 

(h) Buying a suit, hat, shoes, etc. 

(i) Renting a room, apartment, store, etc. 

(j) Ordering a meal. 

(k) Checking a trunk. 

(1) Buying a railroad ticket. 

(m) 'Applying for a position. 

(n) Complaining about defective goods or a shortage. 

(o) Conversation about the weather. 

(p) Expressions of commendation. 

(q) Introduction. 

(r) Telling time. 

(s) Joining the library. 

(t) Extending an invitation. 

Cautions : 

1. Teachers should prepare beforehand the exact expres- 
sions to be taught. 

9 



2. These expressions should be insisted upon. 

3. Correlate, if possible, the dramatizations with some 
other lessons. 

4. Do not attempt any dramatization exercise until the 
pupils have acquired a simple vocabulary. 

5. Do not expect too much realism in the dramatization. 

6. Discourage long conversations. 

4. Teach names of days and months. 

(C) Correction of Errors. 

In the first year classes the teacher must not attempt too 
much in the correction of foreign or unidiomatic expressions. It 
is hard enough to get pupils to express themselves some- 
what clearly. However, correct a pupil occasionally when he is 
through with what you wanted him to say. Give no gram- 
matical explanations. This will suffice — "In English we say I 
went to the doctor and not by the doctor." Of course, this ex- 
planation is made for the benefit of the class. If the same error 
is made again, call on volunteers for the correction. Following 
are some types of errors to guard against. Teachers should nee 
others as they occur in class exercises. 

Leave him go. 

I knock the old books out. 

It stands in the paper. 

The book what you have is mine. 

I stood in the shop till five o'clock. 

My Henry writes so good like your boy. 

Bring me for five cents bread. 

We have too much chairs in this room. 

I extra wrote him not to do it. 

Don't begin with him (annoy). 

The mayor made from him an officer. 

My wife is nice dressed. 

I got a book off the teacher. 

Miss Smith, please give me a reference. 

To-night we go on a ball. 

You look different from your sister. 

I knock on the door. 



10 



2. READING. 

Aims: 

i. To gain in power to penetrate or grasp the thought ex- 
pressed on the printed page. 

2. To develop a taste for reading. 

Suggested Plan for Reading Lessons : 

i. Teacher introduces the reading lesson. 

2. Teacher reads aloud, slowly and carefully. Pupils 
follow. 

3. New words and expressions are explained. 

4. Individual pupils are called upon to read. As many as 
possible should do so, even if they read only a few lines. 

5. Later in the term have plenty of silent reading. 

6. Pupils are called upon to reproduce the reading material. 

7. Pupils are questioned on the context. 



(A) Blackboard Work. 

This should be the first reading material presented to the 
pupils. Script should be used. The writing should be of good 
size and very legible. Every theme, conversational, or other 
lesson developed in class should be placed upon the board and 
read by the pupils, as per earlier suggestions. 



(B) Mimeographed or Printed Sheets. 

Some boards of education have printed leaflets for the use 
of evening schools for foreigners. Mimeographed sheets of sim- 
ple reading material, not found in text books or based on other 
lessons taught, have been very successfully used. These leaflets 
and sheets may be distributed among the pupils to be kept by 
them or just used in class and preserved from year to year. 

The U. S. Bureau of Education and the Food Administra- 
tion suggest the following type of lessons : , 



THE UNITED STATES FOOD ADMINISTRATION WILL HELP 
WIN THE WAR. 

1. The world is in a great war. 

2. American soldiers are fighting in France. 

3. Our soldiers and allies need food to fight. 

4. War takes food, men, and money. 



11 



5. We have the food, the men, and the money. 

6. The world needs food. 

7. America must supply the food. 

8. The United States Food Administration tells us what 
to do. 

9. It tells us how to stop waste. 

10. It tells us what to save and send to Europe. 

11. If we help the Food Administration, we help win the 
war. 

SAVE WHEAT AND FEED THE SOLDIERS IN 
THE TRENCHES. 

i. Europe needs bread. 

2. Men, women, and children are starving. 

3. Our allies need bread. 

4. Our soldiers in Europe need bread. 

5. How can we Americans help? 

6. We can send more wheat to Europe. 

7. Americans can send more, if they use less at home. 

8. We must use less white bread, less pie, and less cake. 

9. These are made of wheat. 

10. By saving wheat we help feed the soldiers in the trenches. 

11. By saving wheat we help win the war. 

SAVE WHEAT BY SAVING BREAD. 

i. How can we stop wheat waste? 

2. First, we must order our bread one day ahead. 

3. Why? 

4. So that bakers will know exactly how much to bake. 

5. Second, we must not throw away old bread. 

6. Third, we must not throw away the crusts. 

7. We can use them for toast. 

8. Fourth, let us cut our bread only as we need it. 

9. Then none will become stale. 

10. Fifth, we can cut smaller slices of bread. 

11. We must leave no waste pieces. 

12. Every bit saved will help win the war. 



12 



SAVE WHEAT BY USING OTHER FOODS. 

1. Our Government asks for two wheatless days each week. 

2. It also asks for a wheatless meal each day. 

3. What can we use instead of wheat? 

4. We can use more corn meal. 

5. Why not send more corn meal to Europe? 

6. It does not keep fresh. 

7. It takes too much room on ships. 

8. Wheat keeps well and takes up less room. 

9. We must send wheat. 

10. What can we use instead of wheat bread? 

11. We can use more rye bread, corn bread, and barley 
bread. 

12. Let us use other foods and send wheat to our soldiers 
and allies. 

(C) Familiar Signs. 

Your pupils' constantly see signs about them with which they 
should be made familiar. Understanding and obeying some of 
their messages may save them money, time, and even their lives. 
It is more important that they know the meaning of EXIT and 
of STOP, LOOK, LISTEN than to be able to read the class 
text book. Besides, excellent conversation lessons may be based 
on the use of the signs. Make your lessons in this branch as 
realistic as conditions will permit. Use actual cardboard signs 
and place them in appropriate places. In teaching EXIT and 
ENTRANCE have these signs placed over doorways. Have 
PUSH and PULL tacked on doors, etc. Dramatize your lessons. 

Encourage your pupils to make copies of signs seen any- 
where and which they do not understand. These are to be 
brought to class for explanation and study. It will be surprising 
to one who has not yet tried this device to see what material the 
pupils will bring in, how beneficial this work will prove to be, and 
how interested the class will be in this activity. 

Teachers should visit some of the large factories and make 
a tour of the principal streets in their locality to acquaint them- 
selves with the most common signs which their pupils will have 
to meet. 

Teach the car destination signs of your locality, also signs 
denoting streets. 

Write to the Public Utilities Commission, Hartford, Conn., 
for a copy of the chart showing railroad grade crossing signs. 



13 



Suggested List: 

STOP! LOOK! LISTEN! 

DO NOT FEED OR ANNOY 

THE ANIMALS. 
NO ADMITTANCE. 
KEEP TO THE RIGHT. 
WET PAINT. 
EXIT. 

ENTRANCE. 
PRIVATE. 
NO TRESPASSING UNDER 

PENALTY OF THE LAW. 
DOGS NOT ALLOWED. 
NOT RESPONSIBLE FOR 
GOODS LEFT OVER 30 

DAYS. 
WAITING ROOM. 
NO SMOKING. 
LADIES' ROOM. 
FOR GENTLEMEN. 
OFFICE HOURS 

9-11 A. M. 

6-8 P. M. 
HANDS OFF. 

GO SLOW 
SCHOOL AHEAD. 

ROOMS 

(APARTMENT, STORE, ETC.) 

TO LET. 

DANGER 
DO NOT CROSS THE 

TRACKS. 
THIS WAY OUT. 
NO PARKING HERE. 
TO THE CARS. 
WAIT UNTIL THE CAR 
STOPS. 
P P 

U U 

. L S 

L H 



TICKET OFFICE. 
COUNT YOUR CHANGE 
BEFORE LEAVING THIS 
WINDOW. 

LOOK OUT FOR THE 

ENGINE. 
INFORMATION BUREAU. 
KEEP OUT. 

KEEP OFF THE GRASS. 
BAGGAGE ROOM. 
DO NOT HANDLE. 
POISON. 
FOR RUBBISH. 
STREET CLOSED FOR 

REP Ants. 

LINE FORMS HERE. 
BOX OFFICE. 
SAFETY FIRST. 
WATCH YOUR STEP. 
PASSENGERS ARE FOR- 
BIDDEN TO STAND ON 
PLATFORMS OF TRAINS. 
EMPTY. 
NOT RESPONSIBLE FOR 

HATS AND COATS. 
RECEIVING TELLER. 
PAYING TELLER. 
NOTICE TO ENEMY 

ALIENS. 
NO SPITTING ON 

SIDEWALKS. 
IN CASE OF FIRE, 
BREAK GLASS, THEN 

PULL CHAIN. 
SILENCE. 

HANDY MAN WANTED. 
HELP WANTED. 
WALK IN. 
DANGER. LIVE WIRES. 



The above signs are not arranged in the order in which they 
are to be taken up in class. Local needs and conditions will de- 
termine this. Some signs found in your locality are not listed 
here. 

14 




Distant Warning. Reduce Speed. 
R. R. Crossing 300-500 Ft. Ahead. 



A*Hu*£, 




%wm 



^r 



, a 

I RAIL ^ ROAD CROSSING } 




Types of Railroad Signs Located at Crossings 



(fip) 



Caution. Dangerous. Stop, Look and Listen 
Before Crossing the Tracks. 





Caution. Dangerous Crossing. 

Flagman or Gateman Off Duty. 

Stop, Look and Listen Before Proceeding. 



15 




Danger. Stop. Train Coming. 




\\ -ifi&teix^. 



Danger. Stop. Train Coming. 



Danger. Automatic Crossing Signal 
Operated by Approaching Trains. When 
Red, Stop, Train Coming. 




16 



(D) Car Advertisement Signs. 

These also will afford "live", interesting material for reading 
and conversation work. Local street car companies will gladly 
give you discarded signs. The advertising departments of certain 
large concerns will also let you have signs for the asking. 

Suggested Lesson Plan : 

Before the pupils enter the room a number of "live" signs 
are tacked up on the wall as they are found on the side of a 
street car. When ready for this particular lesson, a conversation 
similar to the following is engaged in by teacher and pupils — 

Teacher: "How many men here ride to work in street cars? 
What do you do after you pay your fare and take a seat, if there 
is one?" 

Pupils: "I go to sleep." "I look out of the window," etc. 

Teacher: "What do other passengers do who go to bed 
early and have enough sleep?" (Teacher glances at the car adv. 
signs.) 

Pupils : "Some read the signs." 

Teacher: "That's right. What do we call these signs? Are 
they the same as the signs we have already studied?" (Teach 
advertisement.) "Would you like to learn how to read and to 
understand these signs so that you will not have to go to sleep 
in the cars ?" 

Reading and conversation lessons now follow. 

Teachers must be careful to select those signs that are sim- 
ple and that carry clear messages. 

This work should start after pupils have begun to read from 
text books and have acquired a considerable vocabulary. 

(E) Posters. 

Excellent reading (also conversational, patriotic, and in- 
formational) lessons can be had by the use of posters distrib- 
uted in connection with the present war activity drives. These 
carry brief, forceful messages of vital interest to your pupils. A 
supply of these posters may be obtained without the least trouble. 

It is suggested that the lesson plan mentioned for use with 
car advertisement signs be used here. 

(F) Text Books. 

When to Start: 

Text books should not be placed in the hands of beginners 
until about the fourth week. It is a serious mistake to do so on 
the first evening on the plea that the pupils want them. The 
pupils first need a vocabulary. 
Selection of : 

In visits to most evening schools of the state, elementary and 
high school history texts, fairy tale books, day school readers, 
etc., etc., were found as the readers for adult foreigners. ' This 

17 



is apt to be poor material. These pupils are adults, not children. 
A good book for our purposes and needs should contain many- 
sided material, topics of everyday interest to our pupils, letters, 
short stories, tables of American money, directions to be carried 
out, conversational forms, questions to be answered by pupils, a 
little geography, history, civics, etc., etc. 

Probably no text book will meet all these requirements. No 
teacher has any excuse for having his pupils read everything in 
the text book furnished, select what is appropriate and skip 

THE REST. 

Test for Appropriate Reading Lessons : 
i. Is it of present interest to the class? 

2. Is it adapted to the mental capacity of the pupils? 

3. Has it any intrinsic value to the pupils, either as in- 
dividuals or as social beings ? 

4. Does it contain necessary material of everyday language ? 
Note: A bibliography will be found at the end of this 

pamphlet. 

Approach to First Lesson in Text Book — First Evening : 

Place upon the blackboard, in script, the first sentence of one 
of the themes developed. Pupils read. Directly underneath 
print the same. Pupils read the print. Erase the script and have 
the pupils read the print again. Continue in the same manner 
with all the sentences of the particular theme. Have several 
pupils in turn read the entire theme, now in print. 

For the remainder of this evening use only print on the 
board. Get the pupils accustomed to the printed forms of our 
letters. The ease with which they acquire the ability to read 
print will surprise you. 

Second Evening : 

Select your first reading lesson — a short one — in the text 
book. Place upon the blackboard, in print, the new words and 
expressions of the lesson. Teach pupils to recognize and under- 
stand these. Now have the books passed out and follow the sug- 
gestions for the reading method. 

(G) Newspapers. 

Towards the close of the first year newspapers may be used 
to good advantage. Create on the part of the pupils a desire to 
read them. Of course, very little can be done with a first year 
class. 

First Lesson : 

Reproduce on the blackboard the upper part of the first page 
of your local paper, giving name, date, cost, weather, etc. Teach 
the pupils to read and to understand this information. 
Subsequent Lessons : 

Read the help wanted advertisements, headlines, and possi- 
bly some short paragraphs, selected according to the ability of 
the class. IS 



(H) Phonics. 

Aims : 

i. To correct foreign accent, enunciation, and pronuncia- 
tion. 

2. For recognition of new words. 

3. To train the ear in noting differences of sounds. 

4. For spelling, by grouping words. 

The work in phonics should not be started until the pupils 
have gained at least a limited vocabulary. The words with which 
they are familiar should be made the basis for phonetic work 
taught. Be sure to avoid such work as 

A6 

ab gab 

bab nab 

cab jab 

dab kab 

fab lab 

mab nab 

pab rab 

etc. 
The speech organs of our adult pupils have lost their flex- 
ibility. A little phonetic work may be beneficial but no regular 
course seems necessary for the purpose. The pupils do not care 
for this sort of work. They do not intend becoming linguistic 
experts. They desire to be able to express themselves and to 
understand others. 

Many of the phonetic sounds are imitated without great 
effort. Sounds that give great difficulty, and they vary with the 
nationality of the pupil, should be taught — that is, the pupils 
should be shown how these sounds are produced by the vocal 
organs. 

Teachers should give attention to : 

1. Upward inflection in statements. 

2. Sing song. 

3. Gutteral sounds of R. 

4. Confusion of certain sounds : 
v and w vest for west 
f and v fife for five 
th and f free for three 
t and th tree for three 
w and wh wy for why 

j and ch chust for just 

ng and nk sink for sing 

oi and or woik for work 

oi and ir boid for bird 

d and t bet for bed 

d and th dem for them 

e and i feet for fit 
19 



Slow and careful articulation on the part of the teachers 
will be the best aid to the pupils in getting the correct sounds 
and the proper pronunciation. There should be constant reviews 
of the work taught. 

The earliest lessons take in the single consonant sounds, 
leaving such as c and g for the last. Do not teach these sounds 
in their alphabetical order but as they occur in the regular vo- 
cabulary work. 

Then take phonic elements such as am, at, ack, ing, ould, 
atch, ash, etc. First pick out the phonic element from some 
words in the current lessons, then use it for work in recognition 
of other words. Be sure that the new words formed are in the 
vocabulary of the pupils. 

3. WRITING. 
(A) Copy Work. 

AIMLESS COPY WORK IS A WASTE OF THE PUPILS' VALUABLE 

time. Every lesson, expression, or word should, if practicable, 
be placed upon the board and copied into note books. This is 
part of the learning process, according to pedagogy. Besides, 
the pupils will have something to refer to when in need. Do not 
have your pupils copy a reading lesson from the book for the 
sake of practice in the formation of letters. 

(B) Dictation. 

From time to time, dictate short sentences and paragraphs 
taken from the current lessons. Vary the order of the words of 
the expressions. Before the lesson, call attention to any difficul- 
ties in spelling, then trust to visualization. 

(C) Spelling. 

Use only such words as the pupils will need in their written 
work and not every word that occurs in the reading and con- 
versation lessons. 

Aids in Spelling: 

1. Underscore the confusing letter or syllable. 

2. Call attention to contrasts — there, their — when neces- 
sary. 

3. Keep words frequently misspelled constantly on the 
blackboards before the pupils. 

4. Individual lists of misspelled words to be kept in the 
pupils' note books. 

5. Keep words in families — may, lay, day, say, way, etc. 

20 



(D) Filling in Blanks. 

First Lesson : 

Copying sentences from the blackboard and filling in blanks : 

My name is 

I live at Street. 

I am years old. 

1 was born in 

Etc. 

I hold the book my hand. 

The teacher stands the floor. 

I stop the door. 

She dries her hands the towel. 

I put some coal the stove. 

Etc. 

Later Lessons : 

Actually filling in blanks furnished by the library, the post 
office, employment offices, immigration bureaus, societies, etc. 

(E) Seat Work. 

To encourage early attendance pupils should find plenty of 
writing exercises before them on the blackboard, such as filling 
in blanks as mentioned above, using in sentences words taught 
previously, writing letters, etc. This work should be collected 
when the regular lessons start, corrected, and returned the next 
evening. 

(F) Letters. 

carefully studied. With first year pupils only very short letters 
of a very practical nature should be taken up. This work should 
not be started until pupils are able to read, write, and speak 
fairly well. 

Suggested Material: 

I. Standard form of heading, salutation, and ending. 



6 

7 

8 

9 

io 
ii 



Standard form of envelope. 

Return address — its necessity. 

Excuse for absence from school. 

Notice to employer explaining reason for absence from 

work. 

Excuse for child's absence from school. 

Complaint to gas company. 

Short friendly letters. 

Invitations. 

Ordering goods. 

Simple receipts. 

21 



4. ARITHMETIC. 

No formal work in this subject is attempted with first year 
students. The following matter, however, is suggested : 

1. Reading and writing of numbers — ordinal and cardinal, 
taught by the conversational method only. "Mr. A, get me five 
sheets of paper, please. How many did you get, Mr. A?" "I have 
five sheets of paper, Miss White." "Mr. B, please give each man 
a pencil. How many will you need?" "I need 27." Pupils are 
asked every evening, "What is to-day's date?" "To-day is Sep- 
tember 25th." "How many cents in a dollar?" Etc. 

2. Telling time. 

3. Meaning and use of such signs as $,0', 3 for 10 tf, 

doz., qt, pt, bu., y 2 , y A , yb, %. 

4. Writing and reading of such signs. 

5. Making and understanding simple receipts, bills, money 
orders, etc. 

5. PHYSICAL EXERCISE. 

At the end of the first half of the session, stop your work 
just as religiously as you do when it is time to go home. This 
exercise period will afford relaxation to the tired pupils and, 
of course, the teacher, will change the air in the room, and will 
aid in the teaching of new words and expressions. 

Names of parts of the body are learned during this exercise 
period. The following takes place during the first lesson : 

Teacher: "Mr. A and Mr. B, please open the windows." 

Messrs. A. & B.: "I go to the window. I open the win- 
dow." 

Teacher: "Thank you, gentlemen." 

Messrs. A & B: "You are welcome. I go (return) to my 
seat. I sit." 

Teacher: "Class, stand." 

Pupils: "I stand." 

Teacher: "Watch me, class." (stretches arms upward.) "I 
stretch my arms up. Everybody now." 

Pupils: (stretching) "I stretch my arms up." 

Teacher: "Watch me, class. I put my arms down. Every- 
body now." 

Pupils: "I put my arms down." 

Now call upon individuals to perform the actions and to 
talk. 

Teacher: "Class, sit." 

Pupils: "I sit." 

Teacher: "Mr. C and Mr. D, please shut the windows." 

Messrs. C & D: "I walk to the window. I shut the win- 
dow." 

22 



Teacher: "Thank you gentlemen." 

Messrs. C & D: "You are welcome. I walk to my seat. 
I sit." 

Another exercise is added each evening, reviewing those al- 
ready taken. Later on, pupils do not give the expression for 
every little action gone through but only for a new one. 

In connection with this form of work use expressions such 
as, good, do it again, once more, up high, etc. 

From two to five minutes, at the most, should be taken for 
this drill every evening. 

6. MEMORY WORK. 

Although very little of this work can be taken up with be-, 
ginners, still it is very beneficial. Our students are less self- 
conscious when repeating the words of another than in attempt- 
ing to give expression to their own thoughts. 

Proverbs and other short sayings are memorized after they 
have been developed and their meanings made clear by illustra- 
tion. Encourage your pupils to use them in their conversations. 
Have them give illustrations from their own experiences. The 
following was given by one pupil : 

"Once, while I was in Italy, I had to walk to my field. I 
saw a wicked driver, with a long whip in his hand, beating a 
poor, friendless horse. The animal was trying to pull a heavy 
cart full of supplies. The animal could not move but the man 
whipped him more and more. 

"Just then an army officer passed and asked the man what 
was the matter. He gave the foolish reason that he was beat- 
ing the horse to make him move. The officer answered, 'That is 
no reason for beating the horse. The horse is too weak to go 
ahead. You better come with me to the City Hall to pay a fine.' 

"I do not know what was the end of this but I guess the 
driver was freed after paying a fine. We should protect animals. 
I was glad to see the man pay a fine because some other time he 
will think before hitting an animal. 

"Do not do to others what you would not like others to do 
to you." 

Suggested List : 

Haste makes waste. 

The only way to have a friend is to be one. 

A good name is better than great riches. 

Never spend your money before you have it. 

Speech is silver, silence is gold. 

Look before you leap. 

A stitch in time saves nine. 

Do not cry over spilt milk. 

Birds of a feather fly together. 

Never find pleasure in another's misfortune. 

23 



Rome was not built in a day. 

One to-day is worth two to-morrows. 

Health is better than wealth. 

Do to others as you would have others do to you. 

It is never too late to learn. 

Better late than never. 

A penny saved is a penny earned. 

Save the pennies and the dollars will take care of themselves. 

Enough is better than too much. 

An empty barrel makes the loudest noise. 

Look up and not down. 

Look forward and not backward. 

Always lend a helping hand. 

Do not count your chickens before they are hatched. 

A place for everything and everything in its place. 

Never put off till to-morrow what you can do to-day. 

Deeds are greater than words. 

Well begun is half done. 

When the cat's away, the mice will play. 

You cannot eat your cake and have it, too. 

Many hands make light work. 

Kind words never die. 

Honor thy father and thy mother. 

Every little helps. 

Think twice before you speak once. 

It is never too late to mend. 

The early bird catches the worm. 

A soft answer turneth away wrath. 

All things come to him who waits. 

Lost time is never found again. 

All that glitters is not gold. 

God helps those who help themselves. 

Better alone than in bad company. 

The United States is a government of the people, by the 
people, and for the people. 

A poor workman quarrels with his tools. 

Live for something, do not be idle. 

He who cannot obey cannot command. 

Borrow neither time nor money of your neighbor; both are 
of equal value. 

Resist a temptation till you conquer it. 

A man who cannot mind his own business is not to be trusted 
with another's. 

I pledge allegiance to my flag and to the republic for which it 
stands; one nation indivisible, with liberty and justice for all. 

W'oids and music of "AMERICA" and "the star-spangled 

BANNER." 

Short patriotic and other inspirational gems suited to the in- 
terests of.your pupils. 

24 



7. CIVICS, PATRIOTISM, ETC. 

Suggestions : 

Purpose — The greatest gift a teacher can give to an immi- 
grant is an enlarged and enduring standard of his relation to his 
work, his family, his community, and his new cititzenship. Teach- 
ers must strive to prepare their pupils for intelligent and pa- 
triotic American citizenship. The future welfare of our state 
and nation is identified, in a large measure, with the welfare of 
the foreign men, women, and children who constitute so large a 
part of its population. 

Mutual understanding — A teacher should continually ask 
himself these questions — How have my students lived in Eu- 
rope? What kind of work are they doing? What is their 
family life? What part are they to have in American life? An 
attitude of mutual understanding on the part of the teacher is of 
great value in giving civic training in order to understand the 
needs of his students as he presents hints on health, conduct, 
dress, and citizenship. 

Interest — Each lesson should be based upon a common 
everyday experience of the immigrant in which he is deeply in- 
terested. Secure a point of contact and make your instructions 
personal. With personal interest goes enthusiasm. Teaching 
from known to unknown, is a sound pedagogical principle. 

Community life — Everyone of your students lives in a com- 
munity and is part of it. They should know what community life 
means — where the public schools, the public libraries, and state 
courts in their community are and what they are for. Civic in- 
struction to be vital must be localized, but state and national gov- 
ernment can be taught as they touch the life of every community. 

Remember that your students live in a community, have their 
homes there, and a social membership. They are workmen and 
engaged in increasing the wealth of the community. Emphasize 
their social membership, and what they are doing and can do for 
their community. There is an identity of interest of the immi- 
grant with that of our government and our welfare. 

Action — Do not only talk about community life but get your 
students to think along lines of civic betterment. Suggest to 
them that they report unsanitary conditions to the health depart- 
ment. Show them the need of keeping their children in school. 

Tell your students of the various forms of welfare work in 
which they can take an active part. 

Personality of the teacher — The effectiveness of instruction 
in civic training and naturalization for our new citizens depends 
largely upon the enthusiasm of the teacher. With this enthusiasm 
must go sympathy, resourcefulness, high ideals of American 
citizenship, and a desire for human service. 

25 



Where to Start : 

Begin with the policeman, fireman, health officer, etc., of 
your local government and not with the two houses of Congress. 

When to Start : 

On the first evening, when you get your pupils to remove 
their hats in the presence of our flag or upon entrance to a public 
school building, you have begun your work. 

Content : 

We include everything that will tend to make the foreigner 
a better husband and father, a better worker, and a better mem- 
ber of the community. He should be made to understand his re- 
sponsibilities and privileges as a member of society. 

Method : 

This work should be taught through observation of the mak- 
ing and the working of laws in your own locality, through dis- 
cussions, reading of texts and leaflets, etc. Do not make the 
civics period a lecture. Let the pupils do the talking. 

Topics : 



Why I came to this country. 



The opportunities offered here to all. 
My duties and obligations. 

4. What this country is fighting for. 

5. What I can do to help win the war. 

6. Some local ordinances vitally affecting the pupils. 
Who makes the laws in our city (village, etc.). 
Why such laws were made. 

9. Who enforces the laws here. 

10. Why lawbreakers are punished. 

11. Advantages of a knowledge of the English language. 

12. Advantages of being a citizen of the United States. 

13. Names of Mayor, Governor, President, etc. 

Note: The above topics are only suggestive and are not ar- 
ranged in any particular order. 

The reading and discussion of war posters at this time 
furnish excellent material. 

8. GEOGRAPHY. 

Geography is not taught as a subject in the first year classes. 
It is taught incidentally in connection with conversation, reading, 
and other lessons of the grade. Emphasis is here placed on local 
geography, especially. Pupils should know : 

1. Names and location of parks, museums, library, and 
other public buildings in the locality. 

36 



2. How to get to these places and to be able to direct others. 

3. Location of the railroad station and street car centers 
and to be able to direct others to these places. 

4. Names of surrounding cities, towns, etc., how to get to 
these places and to be able to direct others to reach them. 

5. The name of their own state, its capital and location, and 
surrounding states. 

9. HISTORY. 

History is not taught as a subject in the first year classes. 
The same method is followed as with geography. Foreigners 
are largely interested in biographies. 
Topics : 

1. Biographies (very short) of Columbus, Washington. 
Franklin, Lincoln, Wilson, etc., with special attention to their 
deeds. 

2. Causes of the present war — very brief. 

Method : 

1. Through discussions, reading of texts and leaflets. 

2. Blackboard work. 

3. Question and answer method. 

4. Teacher tells story ; pupils reproduce. 

SUGGESTED PLAN FOR INEXPERIENCED 
TEACHERS OF FOREIGNERS. 

Those without previous experience with foreigners may profit 
greatly by using the following plan. Carrying out the directions 
carefully and having read the foregoing pages, the teachers 
should then have sufficient confidence to formulate their own 
plans for succeeding evenings. 

First Evening: 

I. A five minute talk on the purpose of the evening school ; 
advantages of knowing how to speak, read, and write the Eng- 
lish language even a little; etc. If your pupils will not under- 
stand even simple English, proceed with II. 

II. Develop the first half of the theme "Washing the 
Hands," or any other one in the suggested list. Follow direc- 
tions for such development. See page 3. 

III. After the first half of the session have the windows 
opened; tell pupils to stand; let them talk and walk about for 
two minutes ; then have windows shut and go on with the work. 

27 



IV. Tell them your name and write it on the board ; have 
them repeat in answer to your question, "What is my name?" 
From the list furnished call the roll, e. g., "John Brown, stand." 
Show what you mean by rising ; use words of approval when they 
understand, e. g., "Good," "Fine," etc. If you have no list, say 
to a pupil, "What is your name?"; he should answer, "My name 
is " Call on every pupil, if possible. 

V. Let pupils write their names in their note books and 
copy the sentences from the board. Walk about the room and 
learn at once to know your pupils. Help those who need it. The 
pupils will immmediately take a liking to you and that is half the 
secret of holding them. 

Second Evening: 

I. Before the pupils arrive, place upon the boards all the 
lessons, expressions, and words taught the previous evening. 
This will engage their attention before the lessons start. Be sure 
to start promptly no matter how few are present. Late pupils 
will soon learn that it pays to come on time. Walk about the 
room and help the most needy. They will be very thankful. 

II. Engage one pupil in a conversation as follows. Aid 
him in answering you, if necessary. 

Teacher: "Good evening, Mr. Smith." 

Pupil: "Good evening, Mr. Brown." 

Teacher: "How are you this evening?" 

Pupil: "I am very well, thank you, how are you?" 

Teacher: "Thank you, I am very well, too." 

Pupil: "I am glad to hear that." 

III. Review "My name is " Teach "I live at 

Street, care of " Have pupils 

write their addresses in their note books. Have a few at the 
board doing this. 

IV. Introduce the two minute physical training drill. The 
following takes place : 

Teacher: "Mr. Cohn and Mr. Bond, please open the win- 
dows." 

Messrs. C & B: "I go to the window. I open the window." 

Teacher: "Thank you, gentlemen." 

Messrs. C & B: "You are welcome. I go (return) to my 
seat. I sit." » 

Teacher: "Class, stand." 

Pupils: "I stand." 

28 



Teacher: "Watch me, class, (stretches arms upward) I 
stretch my arms up. Everybody now." 

Pupils: (stretching) "I stretch my arms up." 

Teacher: "Watch me again, class. I put my arms down. 
Everybody now." 

Pupils: "I put my arms down." 

Now call upon individuals to perform the actions and to talk. 

Teacher: "Class, sit." 

Pupils: "I sit." 

Teacher: "Mr. Morris and Mr. Friedman, please shut the 
windows." 

Messrs. M & F: "I walk to the window. I shut the win- 
dow." 

Teacher: "Thank you, gentlemen." 

Messrs. M & F: "You are welcome. I walk to my seat. 
I sit." 

V. Review the first half of -the theme. Now complete it. 

VI. Teach the signs— EXIT and ENTRANCE. See page 
13- 

Third Evening : 

I. Review greeting conversation. Now have this done by 
two pupils. Call on several couples. Then vary the answers — 
"Thank you, I am not well, I have a headache." "I am sorry 
to hear that." 

II. Teach pupils to give their occupations. Have them 

say, "I am a (tailor)." Have them write these 

answers in their note books, others at the boards. Teacher 
passes among the pupils to assist them. 

III. Review the whole theme by having several pupils in 
succession repeat the lines taught, and acting them, if necessary. 

IV. Physical training drill. Review work taught. Have 
pupils talk and act. New- — "Put your hands on your hips. Bend 
your trunk to the right. Bend your trunk to the left. Hands 
down. Turn your head to the right. Turn your head to the left." 

Teacher must continue to demonstrate and pupils to talk. 

V. Select the important "action" words of the theme. Write 
these on the board, one at a time. Drill on their recognition. 
Continue until almost every pupil can read the list with ease. 

VI. Cover these words. On paper, have pupils write about 
ten of these words. Have a few at the board. 

VII. Dictate the first three sentences of the theme. Let 
pupils correct by comparing with teacher's copy on the board. 

VIII. Review signs taught. Teach signs — PUSH and 
PULL. 

29 



Fourth Evening : 

I. Review the greeting conversation, with variations. Use 
"How do you do?" "I am glad to see you." 

II. Teach pupils to give dates and places of birth. Have 

them say, "I was born in (Russia) in 

(1884)" Review giving of name, address, and occupation. Have 
them write these answers in their note books, some at the 
boards. Teacher continues to pass among the pupils for assist- 
ance. 

III. Have a few pupils give the sentences of the theme 
from memory. As a final review, have the whole class give the 
sentences from memory. 

IV. Physical training drill. Review work taught so far. 
New — knee bending. Teacher continues to demonstrate and 
pupils to talk while acting. 

V. Spelling — teach about ten new spelling words. Be sure 
to test your pupils at the end. of the lesson. Use in short sen- 
tences. 

VI. Let the pupils write th'e theme from memory, no as- 
sistance from the teacher or from their notes. Let them write as 
many sentences as they remember. For correction, send one 
pupil to the board to write the first sentence, another the second 
sentence, and so on. Volunteer pupils are to discover errors. 
When a sentence is corrected have the pupils correct their own 
papers, teacher to move about among the students. 

VII. Review signs taught. Teach NO SMOKING. 

Fifth Evening : 

I. Continue to greet your pupils, varying the questions, as 
per suggestions. Accept only correct answers. 

II. Develop the second theme, as per directions. 

III. Teach pupils to give names of employers. Have them 

say, "I work for (The American Dock Co.), at 

(96 Front St.)." Review work previously taught. 

Vary procedure by having pupils act as questioners. Make them 
feel as though they were foremen in the shops. 

IV. Spelling — teach about ten new words from the lessons 
of the class. Test, as usual. 

V. Physical training drill. Review work previously taught. 
New — facing. 

VI. Counting. Use concrete objects in teaching this work. 
Do not go beyond ten with a slow group. Your pupils probably 
know how to count but you will find their pronunciation very 
faulty. Help. 

30 



VII. Word recognition. Review and take ten new words. 
Get pupils to use these words in good, short sentences. Say, 
"Tell me something about this word," until they begin to under- 
stand what a sentence is. 

VIII. Review signs taught. Teach sign — DO NOT 
HANDLE. 



Sixth Evening: 

I. Theme — continue as per directions. 

II. Teach a proverb. See page 23. Use specific instances in 
the development. Use those presented by the pupils. 

III. Writing — Place upon the board the following ques- 
tions. Have the pupils answer these on papers to be collected 
by the teacher and corrected. 



u 
2 

3 

4 

5 
6 

7 



What is your name? 
Where do you live? 
Where were you born? 
When were you born ? 
How old are you? 
What is your occupation? 
For whom do you work? 



Insist upon complete sentences as answers. Be sure to cor- 
rect these papers and return to the pupils. They will be very 
thankful. 

IV. Physical training drill. Review as before. New — 
Hands on shoulders, etc. 

V. Review signs taught. Teach POISON. 

VI. Conversation — continue to greet your pupils, using the 
variations suggested. New — 

First Man: "Excuse me, sir, have you a match to spare?" 
Second Man: "Certainly, here (offering box)- help your- 
self." 

First Man: "Thank you very much." 
Second Man: "You are welcome." 

Vary the answers the next evening — "Sorry, sir, I have 
none." 

31 



SECOND YEAR. 

(Intermediate Class). 

i. Oral English. 

(a) Increasing vocabulary — topic development. 

(b) Conversational exercises. 

(c) Grammar (language forms, correction of errors, 
etc.). 

2. Reading. 

(a) Blackboard work. 

(b) Familiar signs. 

(c) Car advertisement signs. 

(d) Posters. 

(e) Text books. 

(f) Newspapers, pamphlets, Current Events, circulars. 
etc. 

(g) Phonics. 

3. Writing. 

(a) Copy work, 

(lb) Dictation. 

(c) Spelling. 

(d) Filling in blanks. 

(e) Seat work. 

(f) Letters. 

(g) Compositions. 

4. Arithmetic. 

5. Physical exercise. 

6. Memory work. 

7. Civics, patriotism, etc. 

8. Geography. 

9. History. 

Note: Before attempting any work with second year 
pupils, teachers should read carefully the suggestions, etc., under 
FIRST YEAR (Beginning Class). 

1. ORAL ENGLISH. 

(A) Increasing the Vocabulary. 

To get our pupils to talk freely and to aid in increasing their 
stock o'f words', we develop paragraphs of subject matter within 
their comprehension. The teacher questions, answers are given 
by a number of pupils, the best are selected and are written upon 
the board. The teacher substitutes an appropriate word or ex- 
pression new to the class. The paragraph is then read and 
copied into the note books. 

32 



Topics : 

1. Civics — The library; post-office; schools; hospitals; etc. 

2. Geography — Centers of production in Connecticut ; 
where raw materials are obtained ; transportation ; etc. 

3. History — National holidays ; brief biographies of 
America's great men; useful inventions; etc. 

4. Miscellaneous — How to obtain employment; the U. S. 
Employment Bureau ; local ordinances ; public places of amuse- 
ment and education ; saving of food ; saving of money ; health 
hints ; why U. S. is at war ; etc., etc. 

Types : 

How To Obtain Employment. 

The best thing for a man to do who is out of work and is 
looking for employment is to buy the newspaper. Turn to the 
"HELP WANTED" advertisement page. Select a few in your 
line of work and put the names and addresses of the firms on a 
piece of paper. 

Then go to these places as quickly as possible. Ask to see 
the boss, superintendent, or manager. He will ask you many 
questions about your experience, wages, references, etc. Tell 
the truth because he will later investigate. If he is satisfied with 
you he will engage you. 

The Newspaper. 

The newspaper is a printed sheet of paper, consisting of 

several pages. In our city we have two newspapers, the 

and the Each gives 

us an account of all the events of the day. Each has several 
reporters. It is the business of the reporters to find out what is 
going on. If there is a great fire in the city, a reporter describes 
it. The newspapers give other useful and interesting informa- 
tion. 

Why Become a Citizen? 

There are many reasons why the foreign-born person who 
comes here should wish to become a citizen. Some of these 
are : ( 1 ) Because there are rights which are given to a citizen 
which are not given to one who is not a citizen. In nearly all the 
states only citizens are allowed to vote or to hold any office. In 
a country governed by the people, as ours is, it should be the aim 
of every one to take part in the choosing of the men by whom 
the government is to be carried on. (2) If the inan is going to 
make a home for himself and his family here, if he is going to 
earn his living here, it is a duty to his family as well as to himself 
to take part, if he can, in the government by which his rights and 
those of his family are to be cared for. 

33 



(B) Conversational Exercises. 

Review or teach, if necessary, all the conversational exer- 
cises listed under FIRST YEAR (Beginning Class). The 
method is the same. Dramatize all exercises. Give the pupils a 
variety of expressions for the same idea, e. g., I am glad to 
hear that. I am pleased to hear that. I am delighted to hear 
that. That's good, etc. 

Additional Exercises : 

1. Exchanging an article in a store. 

2. Requesting a favor. 

3. Offering an apology. 

4. Complaint to police or other official. 

(C) Grammar. 

No technical grammar should be taught. The work should 
be taken up in connection with speaking and writing. Only such 
grammatical information as is necessary to aid the foreigner in 
speaking and writing correctly should be taught. 

Suggested Topics : 

1. Use of punctuation marks — period, question mark, 
quotation marks, comma. 

2. Use of capitals. 

3. Simple contractions — can't, etc. 

4. Simple abbreviations — St., Mr., Mrs., etc. 

5. Plurals of nouns. 

6. Tenses of verbs — I work to-night. 

I worked yesterday. 

I shall work to-morrow. 

7. Use of do and have in questions. 

8. Genders of simple nouns — man — woman; king — queen; 
brother — sister; uncle — aunt; actor- — actress; etc. 

9. Comparison of adverbs and adjectives. 

In the correction of pupils' errors, call their attention to the 
material taught as above. See suggestions under FIRST YEAR 
(Beginning Class), page 10. 

2. READING. 

(A) Blackboard Work. 

1. Every topic, conversational, or other lesson developed 
in class should be placed upon the board and read by the pupils. 

2. Excellent material for reading may be obtained from 
historical and geographical readers, magazines, pamphlets, news- 
papers, etc. A selection is placed upon the blackboard before 
the session begins and is used as the reading material. 

Blackboard reading affords good means of securing con- 
centrated attention on the part of the pupils. 

34 



(B) Familiar Signs. 

Refer to suggestions, material, and method for FIRST 
YEAR, page 13. Ascertain from the teacher of the beginners' 
class just which signs were taught to your present class last year. 
Review these and continue with the others. 

(C) Car Advertisement Signs. 
(D) Posters. 

Refer to suggestions, material, and method for FIRST 
YEAR, page 17. Teachers should here, of course, use more ad- 
vanced material and expect more in the way of discussion by the 
pupils. 

(E) Text Books. 

Refer to suggestions for FIRST YEAR, page 17. With 
second year pupils it might be advisable to use supplementary 
historical, geographical, or other readers but be sure that the 
selections are suited to the ability, interests, and needs of your 
pupils. There must be a specific value to every lesson read. 

Have plenty of 

1. Silent reading. 

2. Discussion of the text. 

3. Reproduction of the text. 

(F) Newspapers, Etc. 

Once or twice a week, in place of the text books, have news- 
paper reading. Teach meanings of HELP WANTED — MALE. 
HELP WANTED— FEMALE, SITUATIONS WANTED,, 
advertisement, headline, editor, newsboy, news stand, reporter, etc. 

Do not read about murders, robberies, divorces, etc. 

Newspapers are generally read for the information con- 
tained therein. In order to give our pupils sufficient practice in 
grasping and retaining this information, again have plenty of 

1. Silent reading. 

2. Discussion of the text. 

3. Reproduction of the text. 

The Sons of the American Revolution, Washington, D. C, 
furnish excellent pamphlets for your pupils, gratis. The various 
government departments issue bulletins, circulars, pamphlets, 
etc., from time to time. Use these for the same purpose. 

(G) PHONICS. 

Refer to suggestions, method, and material for FIRST 
YEAR, page 19. 

Review work of first year and take new, more difficult 
phonograms. 

35 



3. WRITING. 
(A) Copy Work. 

Refer to FIRST YEAR, page 20. Aid pupils in the correct 
formation of letters. Waste no time on formal penmanship work. 

(B) Dictation. 

1. Sentences and paragraphs in order to drill on mis- 
spelled words, capitalization, punctuation, abbreviations, etc. 

2. Letters, for above reasons, and to drill on the' correct 
forms. 

Be sure that every dictation lesson is corrected, either by the 
pupils themselves or by the teacher. Where a pupil has made too 
many errors, it might be advisable for him to make a correct 
copy. 

(C) Spelling. 

Refer to suggestions for FIRST YEAR, page 20. 

Teacher should keep a list of words frequently misspelled 
by class and should drill on the correct spelling. Point out the 
difficulties to your pupils. Have a little oral work preceding 
every written lesson. An occasional old-fashioned spelling 
match, not too long, will be very interesting and beneficial. 

(D) Filling in Blanks. 

1. Have pupils fill in blanks in order to test them in mate- 
rial previously taught, e. g., 

There are four seasons in the year. They are , 

, , and 

There are inches in one foot. 

Coal and iron are taken from 

A farmer the field. 

A carpenter houses. 

A doctor diseases. 

A shoemaker shoes. 

Vinegar is but sugar is 

The President of the United States is 

The Governor of is 

The Mayor of is 

The capital of the United States is 

Etc. 

2. Use blanks furnished by the library, post office, naturali- 
zation bureaus, employment bureaus, workmen's compensation 
commission, license departments, etc. Pupils fill in necessary in- 
formation concerning themselves. 

36 



(E) Seat Work. 

To encourage early attendance, pupils should find plenty of 
writing exercises before them on the blackboards, such as filling 
in blanks as above mentioned, using in sentences words previously 
taught, writing assigned letters, etc. This work should be col- 
lected when the session begins, corrected, and returned the next 
evening. 

(F) Letters. 

Models should first be presented either upon the blackboard 
■or on mimeographed sheets and carefully studied. 

Review : 

i. Standard forms of heading, salutation, and ending. 

2. Standard form of envelope. 

3. Necessity of having a return address on the envelope. 

Suggested Material: 

1. Various salutations and endings. 

2. Excuse for absence from evening school. 

3. Notice to employer explaining reason for absence from 
work. 

4. Excuse for child's absence from school. 

5. Complaint to gas or electric company. 

6. Ordering goods. 

7. Complaining about defective goods or a shortage. 

8. Simple receipts. 

9. Friendly letters. 

10. Invitations. 

11. Acknowledging receipt of money. 

12. Notifying insurance agent of fire loss. 
Etc. 



(G) Compositions. 

Topics selected from the reading material of the grade, cur- 
rent events, local news, or other sources, are developed orally. A 
topical outline is constructed and placed upon the board. Choice 
words are recommended for use by the pupils. The compositions 
are then written in class, following the outline. 

At a subsequent session one or two of the pupils' composi- 
tions are placed upon the board before the opening of class. 
During the composition period this work is corrected by both 
pupils and teachers. The other compositions are corrected by 
the teacher and returned to the pupils. 



4. ARITHMETIC. 

Suggested Material : 

1. Telling time. 

2. Meaning, use, reading, and writing of such signs as $, 
</, 3 for ICy, doz., pt., bu., gross, l />, 34, Ya, %• 

3. Making and understanding simple bills, receipts, money 
orders, checks, etc. 

4. Essentials of linear, square, dry, and liquid measures. 

5. Teach number of days in each month. Use — 

Thirty days in September, 

April, June, and November, 

All the rest have thirty-one 

Excepting February, which has twenty-eight. 

6. Easy problems involving the four fundamental opera- 
tions. These should be based upon the pupils' own needs — com- 
puting wages of piece or hour worker ; bills ; amount paid up on 
Liberty Bonds and balance due ; present value of a certain num- 
ber of War Savings Stamps ; weekly, monthly, and yearly earn- 
ings ; cost of supplies at so much a unit, etc. 

5. PHYSICAL EXERCISE. 

Refer to suggestions under FIRST YEAR, page 22. Take 
the same sort of lessons but do not have your pupils give the ex : 
pression for each action, unless this work is entirely new to your 
class. Instead, have them carry out your orders. Select a differ- 
ent pupil for each evening to conduct the exercise. 

6. MEMORY WORK. 

1. Proverbs and short sayings are memorized after they 
have been developed and their meanings made clear by illustra- 
tion, if necessary. 

Use the suggested list on page 23. 

2. Words and music of 'AMERICA" and "THE STAR- 
SPANGLED BANNER," perhaps some old American folk 
songs or patriotic songs of our allies. 

3. Othe'r material such as, 

Every man must educate himself. His books and teach- 
ers are but helps. The work is his. 

Keep your face always toward the sunshine and the 
shadows of life will fall behind you. 

Live for something, be not idle, 

Life is passing swiftly away. 

38 



7. CIVICS, PATRIOTISM, ETC. 

Refer to suggestions, method, material, etc., under FIRST 
YEAR, page 25. Take the same topics, but expect more from 
second year pupils in oral and written expression. Remember 
that the pupils are to do most of the talking. 

Additional Topics : 

1. The Red Cross — its activities. 

2. The activities of various associations looking after the 
needs of our soldiers and sailors — our duty to contribute funds. 

3. How to become an American citizen. 

4. Use of public and other facilities for education and 
recreation. 

5. Prevention of disease. 

8. GEOGRAPHY. 

Refer to the plan under FIRST YEAR, page 26. 
Additional Suggestions : 

1. Use a supplementary geographical reader occasionally — 
one suitable for adults. 

2. Teach the various business activities in your city and 
state ; natural resources ; transportation. 

3. Use stereopticon and stereoscopes. 

9. HISTORY. 

Refer to the plan under FIRST YEAR, page 27. 
Additional Suggestions : 

1. Use a supplementary historical reader occasionally — one 
suitable for adults. 

2. Use stereopticon and stereoscopes. 

3. Teach a few facts concerning America's greatest in- 
ventions. 

THIRD YEAR 

^Advanced Class). 

1. Oral English. 

(a) Topic development. 

(b) Conversational exercises. 

(c) Debates. 

(d) Grammar. 

39 



2. Reading. 

(a) Blackboard work. 
Familiar signs. 
Car advertisement signs. 
Posters. 

Bulletin board announcements. 
Text books. 
Newspapers, pamphlets, Current Events, circulars, 



(b) 
(c) 
(d) 

(e) 
(f) 
(g) 
time tables, etc 

(h) Phonics. 



3. Writing. 

(a) Copy work. 

(b) Dictation. 

(c) Spelling. 

(d) Filling in blanks. 

(e) Seat work, 
(b) Letters. 

(g) Compositions. 



4 
5 
6 

7 
8 

9 
10 



Aims 



Arithmetic. 

Use of dictionary and directories. 

Physical exercise. 

Memory work. 

Civics, patriotism, etc. 

Geography. 

History. 

1. ORAL ENGLISH. 
(A) Topic Development. 



1. To increase vocabulary. 

2. To get the pupils to talk freely. 

3. To train them to stick to a given topic in discussion. 

4. To test them in the grammatical principles taught, 
proper choice of words, pronunciation, etc. 

.Material: 

1. Current topics selected from newspapers and otherwise. 

2. Short stories illustrating some precept. 

3. Topics selected from the history or geography lessons. 

4. See page 33. 

M ethod: 

1. A paragraph or two on a given topic is written upon the 
blackboard before the opening of the session. It is then dis- 
cussed in class and finally reproduced by the pupils. 

2. The topics are developed, written upon the board, read 
by class, and perhaps copied into the note books. 

3. Everybody is to get into the discussion. 



40 



Types : 

TRADE UNIONS. 

We usually think of a union as a means for getting more 
money for the worker. It is true that unions try to get better 
wages for their members, but unions have done some things of 
greater value. They have made working conditions better. They 
have reduced the number of hours of labor. Furthermore, 
unions have improved the sanitary conditions in the shops by 
making them clean, light, and airy. They have reduced the dan- 
ger from fire and from accidents in handling dangerous ma- 
chinery. They have installed many safety devices to prevent 
accidents. 

OUR SCHOOL DEPARTMENT. 

The city of (your city) expends about 

dollars every year for the mainten- 
ance of our efficient school system. This sum is greater than 
that required to run any other city department. Every intelli- 
gent individual will agree that this amount is well spent. We 
have some of the finest school buildings and teachers in the 
country. 

The schools desire that each and every man, woman, and 

child in become a useful and healthy 

citizen of our city, state, and nation. We want all here to know 
how to speak, read, and write English, to know how to take care 
of yourselves, how to enjoy life, how to make a good living, etc. 
We desire that you know about our wonderful form of govern- 
ment and that, as soon as possible, you take an active part in it. 

(B) Conversational Exercises. 

1. Refer to pages 7 and 34. 

2. Base conversation lessons on the reading lessons, cur- 
rent events, etc. 

(C) Debates. 

During the second half of the third year short, informal de- 
bates are held in class on topics of general interest. The pupils 
in the seats are the judges. The teacher notes grammatical and 
other errors. It is needless to enumerate the values of debates, 
as a class exercise. 

(D) Grammar. 

Refer to page 34. 
Additional Material : 

1. Formation of nouns, adjectives, adverbs, etc., from de- 
rivatives. These are to be used in sentences, 
sleep — sleepy — sleeper. 

41 



2. Use of words as different parts of speech. 

I iron the clothes. The horse's iron shoe was lost. 
Iron is found in mines. Cross, race, etc. 

3. Comparison of adjectives and adverbs. Emphasis on 
the irregular forms. 

4. Correct use of shall — will, prepositions in — into, between 
— among, by — at, etc. 

5. Tenses of irregular verbs. 

6. Simple prefixes and suffixes; formation and use of 
words. 

2. READING. 

(A) Blackboard Work. 

(B) Familiar Signs. 

(C) Car Advertisement Signs. 

(D) Posters. 

Refer to pages 11-17; 34~35- If the sign and poster work 
is new to your class, by all means, take the material suggested 
in the pages referred to. Your pupils must express themselves 
very clearly in giving explanations. Continue to add to your list 
of signs and collections of street car advertisement signs and 
posters. 

(E) Bulletin Announcements. 

1. Town bulletin announcements. 

2. Newspaper bulletins. 

3. War activity bulletins. 

These are found on the streets. Encourage your pupils to 
read these and to bring to class words and expressions not under- 
stood. 

Occasionally ask, "Mr. Baden, what news on the news- 
paper bulletin board to-day? Anybody see something else?" 
The same questions may be asked with reference to the other 
bulletins in your locality. 

This is real, "live" work. Its effects are apparent. 

(F) Text Books. 

Refer to pages 17 and 35. Do not use the regular text 
book every evening. However interesting, its continual use be- 
comes monotonous. As a supplementary reader use a short story 
book occasionally. 

42 ' 



(G) Newspapers, Etc. 

Refer to page 35. 

As an introductory step to the newspaper lesson ask, "Mr. 
Samson, what did you find on the bulletin board this evening? 
Let us read about your first statement." 

In the reading of newspapers, be sure to take something 
different each time — geography, civics, war activity, local news 
of interest, etc. 

Your pupils will gladly subscribe to Current Events. They 
will enjoy reading them for the condensed news. 

Get some time tables of the railroad passing through your 
locality. Have the pupils read the names of places they may 
pass through in making a trip. For further use, see under 
ARITHMETIC, page 45. 

(H) Phonics. 

No formal work is necessary but continue to correct errors. 

3. WRITING. 
(A) Copy Work. 

Pupils continue to copy into their note 'books valuable mate- 
rial placed upon the blackboards as suggested. This work should 
be done either before the beginning of the session or during the 
latter part. 

(D) Dictation. 

Refer to pages 20 and 36. 

(C) Spelling. 

Refer to page 36. 

Teach homonyms — in sentences. 

I knew all the new words in the lesson. 

Our clock is one hour slow. 

I walk four blocks for my paper. 

write — right ate — eight pair — pear 

there — there sent — cent meet — meat 

mail — male flour — flower to — two — too 

buy — by seen — scene know — no 

piece — peace hear — here see — sea 

Continue to use words frequently misspelled by your pupils. 

43 



(D) Filling in Blanks. 

Refer to pages 21 and 36. 
Additional Types : 

is Washington's Birthday. 

( between or among) The principal and teachers sat 
the pupils. 

Use words with prefixes or suffixes studied : 

A man without a home is 

A passageway under a street is called a 

Etc. 

(E) Seat Work. 

Refer to pages 21 and 37. 
Additional Types : 

1. Suffixes and prefixes placed on board. Pupils construct 
as many words as possible. 

2. Given a number of letters of the alphabet. Construct 
as many words as possible. 

3. Answering questions to test vocabulary — 

What does a farmer do? Etc. 

4. Use in sentences — 

as a result for that reason 

so that on the contrary 

rather than because 
Etc. 

5. Looking up definitions of words in the dictionary. 

(F) Letters. 

Refer to pages 21 and 37. 

As a class exercise or for assigned work over a week-end 
have your pupils write to classmates. These letters should be 
carefully written and enclosed in envelopes, properly addressed. 
Correct these letters. 

Ask your class to bring in letters they are about to mail. If 
not personal, and with the writer's permission, have one corrected 
by the class occasionally. 

Your pupils are more interested in this sort of work than in 
studying steoreotyped material. 

Have your pupils write telegrams. 



44 



(G) Compositions. 

Refer to page 37. 

4. ARITHMETIC. 

Refer to page 38. 

Additional Material : 

1. Simple problems involving use of business fractions. 

2. Use of railroad time tables. If you cannot obtain a suffi- 
cient supply, use the blackboard. Teach the railroad man's way 
of expressing time, how to determine the time to be taken in 
going from your city to another, how to compute the distance 
and the cost at the current rate. 

Be sure to make your arithmetic lesson a language lesson. 

5. DICTIONARY, ETC. 

Teach : 

1. The alphabet. 

2. How to use a directory. 

3. Information furnished by a dictionary. 

4. How to use a dictionary. 

Exercises : 

1. Place list of words upon the blackboard. Have pupils re- 
write these in alphabetical order on paper. 

2. Getting meanings, pronunciations, and accent of new 
words occurring in lessons. 

3. Finding synonyms. 

6. PHYSICAL EXERCISE. 

This is conducted every evening, without exception. 
Refer to pages 22 and 38. 

7. MEMORY WORK. 

Refer to pages 23 and 38. 

Additional Material : 

"You can fool all the people some of the time, and some of 
the people all the time, but you can't fool all the people all the 
time." 

Let us put flowers into the hands of our friends rather than 
upon their coffins. 

"There is a flag in every land, 

There is a flag of every hue, 

But there is no flag in any land 

Like our own Red, White, and Blue." 

"The government of the people, by the people, and for the 
people, shall not perish from this earth." 

45 



THE DEBT THAT'S DUE. 

How can we help the boys in Front, 
Who hold that shell-torn line ; 

And fight for us and die for us. 
In your defense and mine ? 

Why, let them feel their wives and babes 

Are safe within our care, 
That we will pay our debt in full 

And do our honest share. 

We'll keep them fed, we'll keep them well 
And clothed and sheltered too ; 

We'll stand by in their workers' stead 
And pay the debt that's due. 



There is no hyphen in my heart ; 

It can't be cut in two. 
O flag of bars and silver stars, 

I have given it all to you ! 

8. CIVICS, PATRIOTISM, ETC. 

Refer to pages 25 and 39. 

Additional Suggestions : 

1. Arrange to have your class visit the police station, fire 
station, courts, etc. 

2. Have a class organization with- elected officers. Teach 
simple parliamentary procedure. 

3. Get a few of your pupils to give simple patriotic talks 
occasionally. • 

4. Sing patriotic songs. 

5. Teach salute to the flag. 

9. GEOGRAPHY. 
10. HISTORY. 

Refer to pages 26, 27, and 39. 
Additional Suggestions.: 

1. Arrange to have class visit places mentioned in connec- 
tion with the study of local geography on page 26. Call for re- 
ports. 

2. Use the map constantly. 

46 



SUGGESTED FINAL REVIEW QUESTIONS FOR USE IN 
SPECIAL CITIZENSHIP CLASSES. 

What is the government of the United States? The United 
States is a republic. 

What is the government of Spain? Spain is a monarchy. 
What is a republic? A republic is a government by the 
people. 

What is a monarchy ? A monarchy is a government by one 
person. 

Who makes the laws of this country? The people, through 

the President and Congress, make the laws. 

Of how many parts is Congress composed? It is composed 

of two parts, the House of Representatives and the Senate. 

How many Senators from each state? Two. 

Who elects the Senators? The people of each state. 

How many Representatives from each state? The number 

depends upon the population. 

How many Representatives from Connecticut? Five. 
Who elects the Representatives? The voters of the Con- 
gressional districts. 

For how long are the Representatives elected ? For two 
years. 

Who is the Representative (Congressman) from this dis- 
trict? 

Who are the Senators from Connecticut ? Hon. George P. 
McLean and Hon. Frank B. Brandegee. 
Who is the President of the United States? Hon. Wood- 
row Wilson. 

Who elects the President and the Vice President? The 
voters of the country, through electors. 

For how long are the President and the Vice President 
elected ? For four years. 

Who elects the electors ? The voters of each state. 
How many states in the country ? 48. 
How many Senators in the Senate? 96. 
For how long is a Senator elected? Six years. 
Where .is the capital of the United States? Washington, 
D. C. (Washington, District of Columbia.) 
What are the chief duties of the President? To see that 
the laws of the country are obeyed ; to command the army 
and navy ; to represent the United States in all relations 
with other nations ; to advise Congress ; to appoint a large 
number of government officers ; etc. 



47 



24 

25 
26 

27 



29 

3° 

3i 
32 

33 
34 

35 



Who was the first President? George Washington. 

What is the capital of Connecticut? Hartford. 

Who makes the laws of this state? The General Assembly 

and the Governor. 

Who is the Governor of this state? Hon. Marcus H. 

Holcomb. 

Who makes the laws of this city? 

Where does the meet? In the City Hall. 

What is the Constitution of the United States? It is the 

fundamental law by which this country is governed. 

When was the Declaration of Independence declared? 

July 4, 1776. 

Who made the Constitution? The delegates of the original 

13 states. 

What is an anarchist? An anarchist is one who does not 

believe in organized government. 

What is a bigamist ? A bigamist is one who has two wives 

or two husbands. 

Do you believe in anarchy ? No, sir. In bigamy ? No, sir. 



A SUGGESTED TIME SCHEDULE. 

(minutes per evening) 

First Second Third 

year year year 

Themes, topics 30 20 20 

Conversational exercises 15 IO IO 

Reading (Books, signs, newspapers, 

etc.) 20 25 25 

Writing (Copy work, spelling, dicta- 
tion, letter, composition) 20 25 25 

Phonics 5 3 3 

Memory work 10 10 10 

Physical exercise 5 3 3 

Civics, per week 15 20 25 

Dictionary x x 10 

Arithmetic, per week x 15 15 

Note: No time is here allotted for geography and history 

since these subjects are taken in connection with reading, con- 
versation, etc. 

48 



SUGGESTIONS TO TEACHERS. 

i. Have your methods and material meet the peculiar needs of 
your own locality. 

2. Be sure you have a plan book and a time schedule. 

3. Prepare all lessons systematically. Do not use a "hit or 
miss" scheme. 

4. Teachers should assemble on some evening before the open- 
ing of school to formulate plans of progress for each grade. 

5. Teach patriotic songs and memory gems to inspire a proper 
American spirit. 

6. Make your classroom a busy workshop. Have it buzzing 
all evening. 

7. Get every social and civic body in your community inter- 
ested in the opening and continuation of the schools. 

8. Show employers in your town the relation between a unified 
force speaking a common language and industrial pros- 
perity. 

9. Eliminate long vacations. 

10. Make your school a social as well as an educational in- 
stitution. 

11. Hide your chair when you enter the room. Walk about 
among your pupils. 

12. Start work promptly. Leave attendance and any other 
clerical work for a later time. 

13. Use the blackboards to their fullest capacity. 

14. Be a "dramatic" teacher. 

15. Use objects, pictures, maps, drawings, etc., to illustrate your 
explanations. 

16. Be sympathetic, humorous, cheerful, courteous, encourag- 
ing, patient. 

17. Don't let a student miss a session without knowing the rea- 
son. Don't give him a start in "cutting." 

18. Look out for your health as well as that of your pupils. 
Open the windows during every session and have a little 
setting-up exercise. 

19. Teach a variety of subjects every evening. Give a little of 
each. Your pupils are real human beings. They tire of one 
subject. 

20. Don't be a slave to the text book. 

21. Have real, every-day conversation lessons, something that 
the pupils may use when they leave the class at night. 

. 49 



22. Eliminate "formal registration" of pupils on the first 
evening. Give the pupils a full evening's work instead to 
recompense them for their trouble in coming. Ten minutes 
before the close get names and addresses only. Additional 
information may be gotten later. 

23. Don't put a reader into the hands of beginners for at least 
four weeks. They want a vocabulary first and to be able to 
use the words in everyday, necessary conversation. 

24. Have frequent reviews, of work taught. 

PLAN FOR EXAMINATION OF TEXT BOOKS. 
(A) Authorship. 

1. Name of book? 

2. Name of author? 

3. Has he actually taught a class of immigrants? 

(B) Content. 

1. Is it useful for the foreigner to-day? 

2. Is it useful for the age of the pupils? 

3. Is it useful for the grade of the pupils? 

4. Is it useful for the sex of the pupils? 

5. Is it useful for the vocations of the pupils? 

6. Is it interesting? 

7. Is it varied ? 

8. Is it well graded? 

9. Does it teach speaking more than reading ? 

10. Does it teach reading more than writing? 

11. Any illustrations ? 

(C) Pedagogic Procedure. 

1. Is the language developed with its use? 

2. Is there emphasis on spoken and other necessary forms ? 

3. Are there instructions and suggestions to teachers? 

4. Is it a translation method ? 

(D) Mechanical Make-up. 

1. Is the type easily read in a night school? 

2. Any illustrations ? 

3. Is the binding strong so that the book will last? 

50 



AUTHOR 

Austin, R. 
Beshgeturian, A. 
Chancellor, Wm. E. 
Chancellor, Wm. E. 
Chancellor, Wm. E. 
Chancellor, Wm. E. 
Chancellor, Wm. E. 
Christoff, A. T. 

Faustine & Wagner 
Field & Coveney 
Goldberger, Henry H. 
Fisher & Call 
Harrington & 
Cunningham 



Houghton, Fredk. 
Hulshof, J. L. 

Jimperiefr, Mary 
Markowitz & Starr 
Markowitz & Starr 

Mintz, F. S. 
Mintz, F. S. 
Mintz, F. S. 
Moore 

O'Brien, Sara R. 
Plass, A. A. 
Price, I. 

Prior & Ryan 
Richman & Wallach 
Roberts, P. 
Roberts, P. 
Roberts, P. 
Roberts, P. 
Roberts, P. 
Roberts, P. 
Sharpe, M. F. 
Sharpe, M. F. 
Thorley, W. C. 
Thorley, W. C. 
Vitale, A. 

Wallach, I. R. 
Wallach, I. R. 



BIBLIOGRAPHY. 

Texts in English for Foreigners. 

TITLE PUBLISHER 

Lessons in English for Foreign Women A. B. Co. 

Foreigners' Guide to English World 

Arithmetic for Evening Schools A. B. Co. 

Hist. & Govt, of the U. S. for Eve. Sch. A. B. Co. 

Reading & Language Lessons for Eve. Sch. A. B. Co. 

Studies in English for Evening Schools A. B. Co. 

Standard Short Course for Eve. Schools A. B. Co. 
Practical Reader and Guide Book for 

New Americans Dougherty 

A New Reader for Evening Schools Noble 

English for New Americans Burdett 

English Conversation for Foreigners Scribners 

English for Beginners Ginn 
First Book for Non-English Speaking 

People Heath 

Second Book Heath 

Language Book to Accompany First Bk. Heath 

First Lessons in Eng. for Foreigners A. B. Co. 

Reading Made Easy for Foreigners Noble 
Books, I, II, III 

Progressive Lessons in Eng. for For. Ginn 

Every Day Language Lessons A. B. Co. 

Vocabulary of Common Words in Italian, A. B. Co. 

Russian, Yiddish, and English 

First Reader for New American Citizens Macmillan 

The New American Citizen. A reader Macmillan 

Practical Speller for Evening Schools Macmillan 

English for Italians Heath 

English for Foreigners. Bks. I, II Houghton 

Civics for Americans in the Making Heath 

The Direct Method of Teaching English Beattys 

to Foreigners 

How to Learn English Macmillan 

Good Citizenship A. B. Co. 

English for Coming Americans Association 

Teachers' Manual Association 

Teachers' Aids Association 

Lesson Leaves Association 

Conversation Cards Association 

Reader for Coming Americans Association 

First Reader for Foreigners A. B. Co. 

Plain Facts for Future Citizens A. B. Co. 

English Reader for Foreign Students Macmillan 

A Primer of English for Foreigners Macmillan 
x\n Easy Practical Course in Eng. for 

Foreigners Vitale 

First Book in Eng. for Foreigners Burdett 

Second Book Burdett 
51 



FOR TEACHERS. 



AUTHOR 

Bahlsen 
Balliet, T. M. 

Berlitz 

Bridgeport, Ct. 
California 



Capen, S. P. 

Cleveland, O. 
Cleveland, O. 

Cleveland, 0. 



Conn. Public Utilities 
Commission 

Detroit 
Dunn, A. W. 
Farrington, F. E. 
Finch, C. E. 



Goldberger, Henry H. 
Gouin, Francois 

Hervey, W. L. 
Los Angeles 

Sons of Rev. 



N. Y. Publ. Libr. 



N. Y. Bd. of Ed. 



TITLE 

New Methods of Teaching Modern Lang. 

( )iL;;inization of a System of Evening 
Schools. N. E. A. 1904-278 

Berlitz Method of Teaching a Language 

Aids for Foreigners Learning English 

Report of Commission of Immigration 
and Housing 

Report (in an Experiment in the Ameri- 
canization of Foreign-born Women 

The Home Teacher 

A Discussion on Methods of Teaching 
English to Adult Foreigners 

By the State Commission of Immi- 
gration and Housing of California, 
525 Market St., San Francisco 

Opportunities for Foreign Students at 
Colleges and Universities in the U. S. 

Americanization of Cleveland 

Lessons on American Citizenship 
By Prof. 'Moley, Cleveland Bd. of Educ. 

Program of Americanization 

By the Cleveland Americanization 
Comm., City Hall, Cleveland 

Chart showing railroad grade crossing 
signs — Hartford, Conn. 

Americanizing a City — Detroit 

Education of the Immigrant 

Public Facilities for Educating the Alien 

Rochester Plan of Immigration Educa- 
tion. Univ. of the State of N. Y., 
Albany 

How to Teach English to Foreigners 

The Art of Teaching and Studying 
Languages 

Illiteracy in the U. S. 

Book Helps; Evening Schools. 

By Los Angeles City Scohols, Cali- 
fornia 

The U S. Information for Immigrants 

Naturalization of Aliens in the U. S. 

The U. S. Constitution 

Copies for evening school students may 
be obtained by addressing the Nat'l. 
Society, Sons of the Amer. Revolu- 
tion, Washington, D. C. 

Books for Foreigners Learning English. 
By the N. Y. Public Library, 42nd St. 
& Fifth Ave., N. Y. C. 

Syllabus for Teaching English to For. 

The Teacher and the Immigrant. 
By the N. Y. C. Board of Education, 
500 Park Ave.. N. Y. C. 



PUBLISHER 



Ginn 



Berlitz 
Publ. Libr. 



Bur. of Ed. 



Hanford. Conn. 

Supt. of Doc. 
Supt. of Doc. 



Seiler 

Longman 
Supt. of Doc. 



52' 



Shiels, Albert Short Unit Courses for Wage 
Sweet Practical Study of Languages 
Talbot, W. Adult Illiteracy 
Talbot, W. Teaching of Community Civics 
Citizenship Syllabus. 

Univ. of Stale of N V., Albany 
Wheaton, H. H. Recent Progress in the Education of the 

Immigrant 
Wheaton, H. H. Standards and Methods in the Education 

of the Immigrant 
Methods of Teaching Modern Lang. 



Earners 


Bur. of Ed. 




Holt 




Bur. of Ed. 




Sup. of Doc 



Bur. of 
Bur. of 

Heath 



Ed. 
Ed. 



A. B. Co. 

Association 

Beattys 

Burdett 

Berlitz 

Bur. of Ed. 

Dougherty 

Ginn 

Holt 

Heath 

Houghton 

Longman 

Macmillan 

Noble 

Scribner 

Seiler 

Supt, of Doc. 

World 



PUBLISHERS 

American Book Co., Washington Square, N. Y. City. 

Association Press, 347 Madison Ave., New York City. 

Frank I). Beattys & Co., 395 Lafayette St., New York City. 

Silver, Burdett & Co., 126 Fifth Ave., New York City. 

Berlitz School, 2cS West 34th St., New York City. 

U. S. Bureau of Education, Washington, D. C. 

Maunder-Dougherty Co., Kansas City. 

Ginn & Co., 70 Fifth Ave., New York City. 

Henry Holt & Co., 19 West 44th St., New York City. 

D. C. Heath & Co., 50 Beacon St., Boston. 

Houghton, Mifflin Co., 16 East 40th St., New York City. 

Longman's Green & Co., 443 Fourth Ave., New York C'ty. 

Macmillan Co., 64 Fifth Ave., New York City. 

Noble & Noble, 31 West 15th St., New York City. 

597 Fifth Ave., New York City. 

A. (i. Seiler, 1224 Amsterdam Ave., New York City. 

Supt. of Documents, Govt. Printing Office, Washington, D. C 

World Book Co., Yonkcrs, N. Y. 



The author of this course of study, for many years a teacher of Eng- 
lish to foreigners in Evening School No. 25, New York City, assisted in 
the selection of the material for, and in the preparation of, the Syllabus 
in English to Foreigners' for Evening School No. 25. Portions of the 
material herein contained have been taken from that syllabus which has 
since been embodied into a publication, How to Teach English to For- 
eigners, by Henry 11. Goldberger, a former principal of that school. 



53 



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